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Image and Activity Bank Standardized Test Prep
Resources Chapter Presentation Image and Activity Bank Transparencies Standardized Test Prep

Chapter 2 Table of Contents Section 1 Scientific Methods
Tools of Environmental Science Table of Contents Section 1 Scientific Methods Section 2 Statistics and Models Section 3 Making Informed Decisions

Chapter 2 Objectives Section 1 Scientific Methods
List and describe the steps of the experimental method. Describe why a good hypothesis is not simply a guess. Describe the two essential parts of a good experiment. Describe how scientists study subjects in which experiments are not possible. Explain the importance of curiosity and imagination in science.

The Experimental Method
Chapter 2 Section 1 Scientific Methods The Experimental Method Scientists make most of their discoveries using the experimental method. This method consists of a series of steps that scientists worldwide use to identify and answer questions.

Chapter 2 Section 1 Scientific Methods Observing Observation is the process of obtaining information by using the senses as well as the information obtained by using the senses. Observing is the first step of the experimental method. Observations can take many forms, including descriptions, drawings, photographs, and measurements.

Hypothesizing and Predicting
Chapter 2 Section 1 Scientific Methods Hypothesizing and Predicting A hypothesis is a theory or explanation that is based on observations and that can be tested. Forming a hypothesis is the second step of the experimental method. A hypothesis is not merely a guess. A good hypothesis should make logical sense and follow from what you already know about the situation.

Chapter 2 Section 1 Scientific Methods Hypothesizing and Predicting Predictions are statements made in advance that express the results that will be obtained from testing a hypothesis if the hypothesis is supported. A prediction is used to test a hypothesis.

Chapter 2 Section 1 Scientific Methods Hypothesizing and Predicting It is important that any hypothesis can be disproved. Every time a hypothesis is disproved, the number of possible explanations for an observation is reduced. By eliminating possible explanations a scientist can zero in on the best explanation.

Chapter 2 Experimenting
Section 1 Scientific Methods Experimenting Experiments are procedures that are carried out under controlled conditions to discover, demonstrate, or test a fact, theory, or general truth. An experiment is performed when questions that arise from observations cannot be answered with additional observations. Experiments should be designed to pinpoint cause-and-effect relationships.

Section 1 Scientific Methods Experimenting Good experiments have two essential characteristics: a single variable is tested, and a control is used. The variable is the factor that changes in an experiment in order to test a hypothesis. To test for one variable, scientists usually study two groups or situations at one time, with the variable being the only difference between the two groups.

Section 1 Scientific Methods Experimenting The experimental group is the group in the experiment that is identical to the control group except for one factor and is compared with controls group. The control group is the group in the experiment that serves as a standards of comparison with another group to which the control group is identical except for one factor.

Organizing and Analyzing Data
Chapter 2 Section 1 Scientific Methods Organizing and Analyzing Data Data is any pieces of information acquired through observation or experimentation. Organizing data into tables and graphic illustrations helps scientists analyze the data and explain the data clearly to others. Graphs are often used by scientists to display relationships or trends in the data.

Chapter 2 Section 1 Scientific Methods Organizing and Analyzing Data Bar graphs are useful for comparing the data for several things in one graph.

Chapter 2 Section 1 Scientific Methods Organizing and Analyzing Data Graphing the information makes the trends presented in tables easier to see.

Chapter 2 Drawing Conclusions
Section 1 Scientific Methods Drawing Conclusions Scientists determine the results of their experiment by analyzing their data and comparing the outcome of their experiments with their prediction. Ideally, this comparison provides the scientist with an obvious conclusion.

Chapter 2 Drawing Conclusions
Section 1 Scientific Methods Drawing Conclusions But, often the conclusion is not obvious. In these cases, scientists often use mathematical tools to help them determine whether the differences are meaningful or are just a coincidence.

Repeating Experiments
Chapter 2 Section 1 Scientific Methods Repeating Experiments Scientists often repeat their experiments. The more often an experiment can be repeated with the same results, in different places and by different people, the more sure scientists become about the reliability of their conclusions. Scientists look for a large amount of supporting evidence before they accept a hypothesis.

Communicating Results
Chapter 2 Section 1 Scientific Methods Communicating Results Scientists publish their results, sometimes in scientific articles, to share what they have learned with other scientist. Scientific articles include the question the scientist explored, the reasons why the question is important, background information, a precise description of how the work was done, the data collected, and the scientist’s interpretation of the data.

The Correlation Method
Chapter 2 Section 1 Scientific Methods The Correlation Method When the use of experiments to answer questions is impossible or unethical, scientists test predictions by examining correlations. Correlation is the linear dependence between two variables.

Chapter 2 Section 1 Scientific Methods The Correlation Method An example is the relative width of a ring on a tree trunk is a good indicator of the amount of rainfall the tree received in a given year. Trees produce wide rings in rainy years and narrow rings in dry years. This method was used to help scientists investigate why the settlers at Roanake Island all died and why many died at the Jamestown Colony.

Chapter 2 Section 1 Scientific Methods The Correlation Method The Scientists concluded that the settlers may have been the victims of unfortunate timing.

Chapter 2 Section 1 Scientific Methods The Correlation Method Although correlation studies are useful, they do not necessarily prove cause-and-effect relationships between two variables. Scientists become more sure about their conclusions only if they find the same correlation in different places and as they continue to eliminate other possible explanations.

Scientific Habits of Mind
Chapter 2 Section 1 Scientific Methods Scientific Habits of Mind Good scientists tend to share several key habits of mind, or ways of approaching and thinking about things. The first habit of mind is curiosity. Good scientists are endlessly curious which drives them to observe and experiment. The second habit of mind is skepticism. This means that good scientists don’t believe everything that they are told.

Chapter 2 Section 1 Scientific Methods Scientific Habits of Mind The third habit of mind is an openness to new ideas. Good scientists keep an open mind to how the world works. Another habit of mind is intellectual honesty. A good scientist is willing to recognize the results of an experiments even though it may mean that his or her hypothesis was wrong.

Chapter 2 Section 1 Scientific Methods Scientific Habits of Mind Lastly, good scientists share imagination and creativity. They are not only open to new ideas, but able to conceive new ideas themselves. They have the ability to see patterns where other do not or can imagine things that other cannot. This allows for good scientists to expand the boundaries we know.

Imagination and Creativity
Chapter 2 Section 1 Scientific Methods Imagination and Creativity An example being when John Snow created a spot map which effectively pinpointed the source of a Cholera epidemic in 1854.

Chapter 2 Objectives Explain how scientists use statistics.
Section 2 Statistics and Models Objectives Explain how scientists use statistics. Explain why the size of a statistical sample is important. Describe three types of models commonly used by scientists. Explain the relationship between probability and risk. Explain the importance of conceptual models and mathematical models.

How Scientists use Statistics
Chapter 2 Section 2 Statistics and Models How Scientists use Statistics Statistics is the collection and classification of data that are in the form of numbers. Scientists rely on and use statistics to summarize, characterize, analyze, and compare data. Statistics is actually a branch of mathematics that provides scientists with important tools for analyzing and understanding their data.

Statistics Works with Populations
Chapter 2 Section 2 Statistics and Models Statistics Works with Populations Scientists use statistics to describe statistical populations. A statistical population is a group of similar things that a scientist is interested in learning about.

Chapter 2 What is the Average?
Section 2 Statistics and Models What is the Average? Statistical populations are composed of similar individuals, but these individuals often have different characteristics. A mean is the number obtained by adding up the data for a given characteristic and dividing this sum by the number of individuals. The mean provides a single numerical measure for a population and allows for easy comparison.

Chapter 2 Section 2 Statistics and Models Distribution Distribution is the relative arrangement of the members of a statistical population, and is usually shown in a graph. The graphs of many characteristics of populations, such as the heights of people, form bell-shaped curves. A bell shaped curve indicates a normal distribution where the data is grouped symmetrically around the mean.

Chapter 2 Section 2 Statistics and Models Distribution

What is the Probability?
Chapter 2 Section 2 Statistics and Models What is the Probability? Probability is the likelihood that a possible future event will occur in any given instance of the event Probability is usually expressed as a number between 0 and 1 and written as a decimal rather than as a fraction. However, there must be a large enough sample size in order to obtain accurate results.

Understanding the News
Chapter 2 Section 2 Statistics and Models Understanding the News The news contains statistics everyday. For example, a reporter might say, “A study shows that forest fires increased air pollution in the city last year.” This could lead you to gather and then graph data on the pollution levels for last 20 years, and looking to see if this years seem unusually high. Paying attention to statistics will make you a better consumer of information.

Chapter 2 Thinking About Risk
Section 2 Statistics and Models Thinking About Risk Risk is the probability of an unwanted outcome. People often worry about big oil spills, but as the pie chart below shows, there is a much greater risk of oil pollution from everyday sources.

Chapter 2 Thinking About Risk
Section 2 Statistics and Models Thinking About Risk The most important risk we consider is the risk of death. Most people overestimate the risk of dying from sensational causes, such as plane crashes, but underestimate the risk from common causes, such as smoking. Likewise, most citizens overestimate the risk of sensational environmental problems and underestimate the risk of ordinary ones.

Chapter 2 Section 2 Statistics and Models Thinking About Risk

Chapter 2 Section 2 Statistics and Models Models Models are patterns, plans, representations, or descriptions designed to show the structure or workings of an object, system or concept. Scientists use several different types of models to help them learn about our environment.

Chapter 2 Physical Models
Section 2 Statistics and Models Physical Models Physical models are three-dimensional models you can touch. Their most important feature is that they closely resemble the object or system they represent, although they may be larger or smaller. The most useful models teach scientists something new and help to further other discoveries.

Chapter 2 Physical Models
Section 2 Statistics and Models Physical Models One of the most famous physical models was used to discover the structure of DNA. The structural model was built based on the size, shape, and bonding qualities of DNA. The pieces of the model put together helped the scientist figure out the potential structure of DNA. Discovering the structure led the the understanding of DNA replication.

Chapter 2 Graphical Models
Section 2 Statistics and Models Graphical Models Maps and charts are the most common examples of graphical models. Scientists use graphical models to show things such as the position of the starts, the amount of forest cover in a given area, and the depth of the water in a river or along a coast.

Chapter 2 Conceptual Models
Section 2 Statistics and Models Conceptual Models Conceptual models are verbal or graphical explanations for how a system work or is organized. A flow-chart diagram is an example of a conceptual model. A flow-chart uses boxes linked by arrows to illustrate what a system contains, how those contents are organized, and how they affect one another.

Chapter 2 Section 2 Statistics and Models Conceptual Model

Chapter 2 Conceptual Models
Section 2 Statistics and Models Conceptual Models Conceptual models can also be verbal descriptions or even drawings. For example, one conceptual model of the structure of an atom describes the atom as one large ball being circled by several smaller balls. This illustrates another point, that a model can be more than one type. An atomic model made using plastic balls is both a conceptual and physical model.

Chapter 2 Mathematical Models
Section 2 Statistics and Models Mathematical Models Mathematical models are one or more equations that represent the way system or process works. Mathematical models are especially useful in cases with may variable, such as the many things that affect the weather.

Section 2 Statistics and Models Mathematical Models Although mathematical models use number and equations, they are not always right. People are the ones who interpret the data and write the equations. So, if the data or the equations are wrong, the model will not be realistic and will provide incorrect information. Like all models, mathematical models are only as good as the data that went into building them.

Section 2 Statistics and Models Mathematical Models Scientists use mathematical models to create amazing, as well as useful images. “False color” satellite images are created using mathematical models. Scientists use the models to relate the amount of energy reflected from objects to the objects’ physical condition.

Section 3 Making Informed Decisions
Chapter 2 Objectives Describe three values that people consider when making decisions about the environment. Describe the four steps in a simple environmental decision-making model. Compare the short-term and long-term consequences of two decisions regarding a hypothetical environmental issue.

Values and the Environment
Section 3 Making Informed Decisions Chapter 2 Values and the Environment Scientific research is an essential first step in solving environmental problems. However, before research can begin, an examination of values is usually needed. Values are principles or standards that an individual considers to be important. There are many values that affect environmental decision making.

Values that Affect Environmental Decision Making
Section 3 Making Informed Decisions Chapter 2 Values that Affect Environmental Decision Making

An Environmental Decision-Making Model
Section 3 Making Informed Decisions Chapter 2 An Environmental Decision-Making Model A decision-making model is a conceptual model that provides a systematic process for making decisions. Decision-making models can be used to help you make decisions about environmental issues which can be very difficult.

Decision-Making Model
Section 3 Making Informed Decisions Chapter 2 Decision-Making Model

A Decision-Making Model
Section 3 Making Informed Decisions Chapter 2 A Decision-Making Model The first step in the model is to gather information. This includes things such as watching news reports, and talking to experts. Second, consider which values apply to the issue. Next, explore the consequences of each option. Finally, evaluate all of the information and make a decision.

A Hypothetical Situation
Section 3 Making Informed Decisions Chapter 2 A Hypothetical Situation The golden-cheeked warbler population is declining in Valley County. The town of Pleasanton, in Valley County, is growing rapidly, and much of the new development is occurring outside the city limits. Biologists who have been studying the warbler warn county officials that if they do not take action, the state fish and wildlife service may list the bird as an endangered species.

Section 3 Making Informed Decisions Chapter 2 A Hypothetical Situation Several groups join together to propose that the county buy several hundred acres of land where the birds are known to breed and save the land as a nature preserve.

Section 3 Making Informed Decisions Chapter 2 A Hypothetical Situation The group also proposes limiting development on land surrounding the preserve. The group obtains enough petitions to put the issue to a vote, and the public begins to discuss the proposal.

Section 3 Making Informed Decisions Chapter 2 A Hypothetical Situation People who own property within the proposed preserve oppose the plan. These property owners have an economic interest in the situation. They believe that they will lose money if they are forced to sell their land to the county instead of developing it. Other residents do not like the idea of more government regulations on how private property can be used.

Section 3 Making Informed Decisions Chapter 2 A Hypothetical Situation Other landowners support the plan and fear that without the preserve the warbler will be listed as an endangered species. Once listed as endangered, the state will impose a plan to protect the bird that will require even stricter limits on land development. People who have land near the preserve think that their land will increase in value. Many residents also look forward to hiking and camping in the preserve.

How to Use the Decision-Making Model
Section 3 Making Informed Decisions Chapter 2 How to Use the Decision-Making Model The hypothetical situation in Pleasanton can be used to illustrate how to use the decision-making model. Michael Price is a voter in Valley County who will vote on whether the county should create the nature preserve. The steps Michael took to make his decision follow.

Chapter 2 Gather Information
Section 3 Making Informed Decisions Chapter 2 Gather Information Michael studied the warbler issue thoroughly by watching local news reports, reading the newspaper, learning more about the golden-cheeked warblers from various Websites, and attended forums where the issue was discussed. Several of the arguments on both sides made sense to him.

Chapter 2 Gather Information
Section 3 Making Informed Decisions Chapter 2 Gather Information Michael also gathered scientific information that included graphs of the decline of the warbler population.

Chapter 2 Consider Values
Section 3 Making Informed Decisions Chapter 2 Consider Values Michael made a table to help him clarify his thoughts and values. Michael considered the environmental, economic, and recreational values of the preserve. He believed thee to be important, but someone else might have thought other values were more important to consider.

Should the Valley County Set Aside a Nature Preserve?
Section 3 Making Informed Decisions Chapter 2 Should the Valley County Set Aside a Nature Preserve?

Chapter 2 Explore Consequences
Section 3 Making Informed Decisions Chapter 2 Explore Consequences Michael decides that in the short term, the positive and negative consequences listed in his table were almost equally balanced. For example, some people would suffer financially from the plan, but others would benefit. Also, taxpayers would have to pay for the preserve, yet all residents would have access the previously private property.

Explore the Consequences
Section 3 Making Informed Decisions Chapter 2 Explore the Consequences It was the long term consequences that allowed Michael to make his decision. Michael realized that the environmental values were an important factor in his decision. The thought of the warbler becoming extinct distressed him, and protecting the habitat now would be less costly that protecting it later under a state imposed plan.

Section 3 Making Informed Decisions Chapter 2 Explore Consequences Michael considered that there were long term benefits as well. He had read that property values were rising rapidly in counties where land was preserved for recreation. He also found that people would pay more to live in counties that have open spaces.

Section 3 Making Informed Decisions Chapter 2 Explore Consequences Because the county contained little preserved land, Michael thought that creating the preserve would bring the county long-term economic benefits. He also highly valued the aesthetic and recreational benefits of the preserve, such as walking trails.

Chapter 2 Make a Decision
Section 3 Making Informed Decisions Chapter 2 Make a Decision Michael chose to vote in favor of the nature preserve. However, someone else who looked at the same table of pros and cons might have voted differently. If you lived in Valley County, how would you have voted?

Chapter 2 Make a Decision
Section 3 Making Informed Decisions Chapter 2 Make a Decision As you learn about issues affecting the environments, us this decision-making model as a starting point to making your decisions. Be sure to consider you values, weigh the pros and cons, and keep in mind both the short-term and long-term consequences of your decision.

Chapter 2 Section 1 Scientific Methods Bellringer

Rainfall and Tree Ring Width
Chapter 2 Section 1 Scientific Methods Rainfall and Tree Ring Width

John Snow’s Cholera Spot Map
Chapter 2 Section 1 Scientific Methods John Snow’s Cholera Spot Map

Chapter 2 Section 2 Statistics and Models Bellringer

Size Distribution of Dwarf Wedge Mussels
Chapter 2 Section 2 Statistics and Models Size Distribution of Dwarf Wedge Mussels

Conceptual Model of Mercury Contamination
Chapter 2 Section 2 Statistics and Models Conceptual Model of Mercury Contamination

Section 3 Making Informed Decisions
Chapter 2 Bellringer

Chapter 2 Multiple Choice
Standardized Test Prep Multiple Choice 1. How would a scientist categorize a testable explanation for an observation? A. a correlation B. an experiment C. an hypothesis D. a prediction

Multiple Choice, continued
Chapter 2 Standardized Test Prep Multiple Choice, continued 2. What happens when an observation is submitted for peer review? F. The article is proofread before it is published. G. A professor gives a lecture based on a published article. H. The results are looked at closely by other scientific experts. I. Information on the experimental design is included in published works.

Chapter 2 Standardized Test Prep Multiple Choice, continued 3. Which of the following is an example of a scientist’s physical model? A. a crash-test dummy for a car company B. a diagram of the structure of an atom C. a map of Denver, Colorado D. a satellite image of South America

Chapter 2 Standardized Test Prep Multiple Choice, continued 4. What attribute of a skeptic would contribute to a good scientific mind? F. willingness to travel G. an empathetic nature H. desire to conduct experiments I. continually questioning observations

Chapter 2 Standardized Test Prep Multiple Choice, continued Use this map to answer question 5 through 8.

Chapter 2 Standardized Test Prep Multiple Choice, continued 5. What type of distribution does this bell-shaped curve depict? A. asymmetric B. correlative C. normal D. random

Chapter 2 Standardized Test Prep Multiple Choice, continued 6. How many mussels are less than 25 mm in length? F. 6 G. 9 H. 12 I. 15

Chapter 2 Standardized Test Prep Multiple Choice, continued 7. Determine the total size of this statistical population of dwarf wedge mussels. A. 60 B. 70 C. 80 D. 90

Chapter 2 Standardized Test Prep Multiple Choice, continued 8. What is the most likely size predictable for a mussel randomly drawn from this population? F. 15–20 mm G. 25–30 mm H. 30–35 mm I. 40–45 mm

Image and Activity Bank
Chapter 2 Section 1 Scientific Methods Image and Activity Bank

Chapter 2 Section 2 Statistics and Models Image and Activity Bank

Section 3 Making Informed Decisions Chapter 2 Image and Activity Bank

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